Continuing a long-standing goal from this P01 to explicate important links between speech and reading, in this new proposal we propose a brain-based account of atypical reading development that traces phonological (and later reading deficits) to eariier problems in the machinery for speech perception, production, and perception/production interactions. To test this account, we focus on 1) how sensorimotor systems associated with speech perception and production support the development of age-appropriate phonological and later orthographic learning;2) how becoming print-literate feeds back upon and modifies speech perception and production;and 3) how these relationships differ in contrastive orthographies. We employ a hybrid longitudinal/cross sectional design to examine concurrent and prospective brain-behavior relationships in high and low risk children as they transition from basic speech processing to phonological awareness (ages 4 to 6.5) and orthographic learning (ages 6 to 8.5). At the cognitive level of analysis we employ experiments that examine quality of speech perception and speech production, and sensorimotor adaptation, along with more conventional assessments of phonological processing, language, cognitive and sensorimotor skills. At the neurobiological level of analysis we utilize age-appropriate multimodal neuroimaging (including Near Infrared Spectroscopy (NIRS), EEG, and structural and functional MRI), to explicate concurrent and prospective brain behavior relationships associated with typical and atypical reading outcomes. In this older age range (6 to 8.5) we will also examine two contrastive orthographies (Spanish and Chinese) to test whether hypothesized bidirectional relationships between speech and reading development are language invariant or language specific at both the neurobiological and cognitive levels of analysis.

Public Health Relevance

This program is relevant to the understanding the development of spoken and written language competence which is crucial for successful academic and life outcomes. Project I, by exploring the neurocognitive origins of atypcial reading , adds a critical developmental perpsective on speech and reading relations in the Program, and is highly relevant to issue of improved eariy detection of reading disability.

National Institute of Health (NIH)
Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD)
Research Program Projects (P01)
Project #
Application #
Study Section
Special Emphasis Panel (ZHD1-DSR-H (52))
Project Start
Project End
Budget Start
Budget End
Support Year
Fiscal Year
Total Cost
Indirect Cost
Haskins Laboratories, Inc.
New Haven
United States
Zip Code
Vandermosten, Maaike; Hoeft, Fumiko; Norton, Elizabeth S (2016) Integrating MRI brain imaging studies of pre-reading children with current theories of developmental dyslexia: A review and quantitative meta-analysis. Curr Opin Behav Sci 10:155-161
Kukona, Anuenue; Braze, David; Johns, Clinton L et al. (2016) The real-time prediction and inhibition of linguistic outcomes: Effects of language and literacy skill. Acta Psychol (Amst) 171:72-84
Zevin, Jason D; Miller, Brett (2016) Introduction to the Special Issue: Advancing the State-of-the-Science in Reading Research through Modeling. Sci Stud Read 20:1-5
Siegelman, Noam; Bogaerts, Louisa; Frost, Ram (2016) Measuring individual differences in statistical learning: Current pitfalls and possible solutions. Behav Res Methods :
Ho, Tiffany C; Sanders, Stephan J; Gotlib, Ian H et al. (2016) Intergenerational Neuroimaging of Human Brain Circuitry. Trends Neurosci 39:644-648
Cho, Pyeong Whan; Szkudlarek, Emily; Tabor, Whitney (2016) Discovery of a Recursive Principle: An Artificial Grammar Investigation of Human Learning of a Counting Recursion Language. Front Psychol 7:867
Veenendaal, Nathalie J; Groen, Margriet A; Verhoeven, Ludo (2016) The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension. Read Res Q 51:55-66
Malins, Jeffrey G; Gumkowski, Nina; Buis, Bonnie et al. (2016) Dough, tough, cough, rough: A "fast" fMRI localizer of component processes in reading. Neuropsychologia 91:394-406
Braze, David; Katz, Leonard; Magnuson, James S et al. (2016) Vocabulary does not complicate the simple view of reading. Read Writ 29:435-451
Shuai, Lan; Malins, Jeffrey G (2016) Encoding lexical tones in jTRACE: a simulation of monosyllabic spoken word recognition in Mandarin Chinese. Behav Res Methods :

Showing the most recent 10 out of 417 publications